NGSSS: Science Standards GRADE: K

Transcription

1 Big Idea 1: The Practice of Science NGSSS: Science Standards GRADE: K A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. B: The processes of science frequently do not correspond to the traditional portrayal of "the scientific method." C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. CODE SC.K.N.1.1 Collaborate with a partner to collect information. SC.K.N.1.2 SC.K.N.1.3 SC.K.N.1.4 SC.K.N.1.5 Make observations of the natural world and know that they are descriptors collected using the five senses. Keep records as appropriate -- such as pictorial records -- of investigations conducted. Observe and create a visual representation of an object which includes its major features. Recognize that learning can come from careful observation. Big Idea 10: Forms of Energy A. Energy is involved in all physical processes and is a unifying concept in many areas

2 of science. B. Energy exists in many forms and has the ability to do work or cause a change. CODE SC.K.P.10.1 Observe that things that make sound vibrate. Big Idea 12: Motion of Objects A. Motion is a key characteristic of all matter that can be observed, described, and measured. B. The motion of objects can be changed by forces. CODE SC.K.P.12.1 Investigate that things move in different ways, such as fast, slow, etc. Big Idea 13: Forces and Changes in Motion A. It takes energy to change the motion of objects. B. Energy change is understood in terms of forces--pushes or pulls. C. Some forces act through physical contact, while others act at a distance. Clarification for grades K-5: The target understanding for students in the elementary grades should focus on Big Ideas A, B, and C. Clarification for grades 6-8: The target understanding for students in grades 6-8 should begin to transition the focus to a more specific definition of forces and changes in motion. Net forces create a change in motion. A change in momentum occurs when a net force is applied to an object over a time interval. Grades 9-12, Standard 12: Motion - A. Motion can be measured and described qualitatively and quantitatively. Net forces create a change in motion. B. Momentum is conserved under well-defined conditions. A change in momentum occurs when a net force is applied to an object over a time interval. CODE SC.K.P.13.1 Observe that a push or a pull can change the way an object is moving. Big Idea 14: Organization and Development of Living Organisms A. All plants and animals, including humans, are alike in some ways and different in others.

3 B. All plants and animals, including humans, have internal parts and external structures that function to keep them alive and help them grow and reproduce. C. Humans can better understand the natural world through careful observation. CODE SC.K.L.14.1 Recognize the five senses and related body parts. SC.K.L.14.2 SC.K.L.14.3 Recognize that some books and other media portray animals and plants with characteristics and behaviors they do not have in real life. Observe plants and animals, describe how they are alike and how they are different in the way they look and in the things they do. Big Idea 5: Earth in Space and Time Humans continue to explore Earth's place in space. Gravity and energy influence the formation of galaxies, including our own Milky Way Galaxy, stars, the Solar System, and Earth. Humankind's need to explore continues to lead to the development of knowledge and understanding of our Solar System. CODE SC.K.E.5.1 Explore the Law of Gravity by investigating how objects are pulled toward the ground unless something holds them up. SC.K.E.5.2 SC.K.E.5.3 SC.K.E.5.4 SC.K.E.5.5 SC.K.E.5.6 Recognize the repeating pattern of day and night. Recognize that the Sun can only be seen in the daytime. Observe that sometimes the Moon can be seen at night and sometimes during the day. Observe that things can be big and things can be small as seen from Earth. Observe that some objects are far away and some are nearby as seen from Earth. Big Idea 8: Properties of Matter A. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass. B. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or "stuff") in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth.

4 The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of "weight" is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Clarification for grades K-2: The use of the more familiar term "weight" instead of the term "mass" is recommended for grades K-2. Clarification for grades 3-5: In grade 3, introduce the term mass as compared to the term weight. In grade 4, investigate the concept of weight versus mass of objects. In grade 5, discuss why mass (not weight) is used to compare properties of solids, liquids and gases. CODE SC.K.P.8.1 Sort objects by observable properties, such as size, shape, color, temperature (hot or cold), weight (heavy or light) and texture. Big Idea 9: Changes in Matter A. Matter can undergo a variety of changes. B. Matter can be changed physically or chemically. Clarification for grades K-5: The target understanding for students in the elementary grades should focus on Big Ideas A and B. Clarification for Grades 6-8: The target understanding for students in middle grades should begin to transition the focus to: C. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. CODE SC.K.P.9.1 Recognize that the shape of materials such as paper and clay can be changed by cutting, tearing, crumpling, smashing, or rolling. Big Idea 1: The Practice of Science GRADE: 1 A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. B: The processes of science frequently do not correspond to the traditional portrayal of "the scientific method." C: Scientific argumentation is a necessary part of scientific inquiry and plays an

5 important role in the generation and validation of scientific knowledge. D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. CODE SC.1.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on those explorations. SC.1.N.1.2 SC.1.N.1.3 SC.1.N.1.4 Using the five senses as tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion, and compare their observations with others. Keep records as appropriate - such as pictorial and written records - of investigations conducted. Ask "how do you know?" in appropriate situations. Big Idea 12: Motion of Objects A. Motion is a key characteristic of all matter that can be observed, described, and measured. B. The motion of objects can be changed by forces. CODE SC.1.P.12.1 Demonstrate and describe the various ways that objects can move, such as in a straight line, zigzag, back-and-forth, round-and-round, fast, and slow. Big Idea 13: Forces and Changes in Motion A. It takes energy to change the motion of objects. B. Energy change is understood in terms of forces--pushes or pulls. C. Some forces act through physical contact, while others act at a distance. Clarification for grades K-5: The target understanding for students in the elementary grades should focus on Big Ideas A, B, and C. Clarification for grades 6-8: The target understanding for students in grades 6-8 should begin to transition the focus to a more specific definition of forces and changes in motion. Net forces create a change in motion. A change in momentum occurs when a net force is applied to an object over a time interval. Grades 9-12, Standard 12: Motion - A. Motion can be measured and described qualitatively and quantitatively. Net forces create a change in motion. B. Momentum is

6 conserved under well-defined conditions. A change in momentum occurs when a net force is applied to an object over a time interval. CODE SC.1.P.13.1 Demonstrate that the way to change the motion of an object is by applying a push or a pull. Big Idea 14: Organization and Development of Living Organisms A. All plants and animals, including humans, are alike in some ways and different in others. B. All plants and animals, including humans, have internal parts and external structures that function to keep them alive and help them grow and reproduce. C. Humans can better understand the natural world through careful observation. CODE SC.1.L.14.1 Make observations of living things and their environment using the five senses. SC.1.L.14.2 SC.1.L.14.3 Identify the major parts of plants, including stem, roots, leaves, and flowers. Differentiate between living and nonliving things. Big Idea 16: Heredity and Reproduction A. Offspring of plants and animals are similar to, but not exactly like, their parents or each other. B. Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms. CODE SC.1.L.16.1 Make observations that plants and animals closely resemble their parents, but variations exist among individuals within a population. Big Idea 17: Interdependence A. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. B. Both human activities and natural events can have major impacts on the environment. C. Energy flows from the sun through producers to consumers. CODE

7 SC.1.L.17.1 Through observation, recognize that all plants and animals, including humans, need the basic necessities of air, water, food, and space. Big Idea 5: Earth in Space and Time Humans continue to explore Earth's place in space. Gravity and energy influence the formation of galaxies, including our own Milky Way Galaxy, stars, the Solar System, and Earth. Humankind's need to explore continues to lead to the development of knowledge and understanding of our Solar System. CODE SC.1.E.5.1 Observe and discuss that there are more stars in the sky than anyone can easily count and that they are not scattered evenly in the sky. SC.1.E.5.2 SC.1.E.5.3 SC.1.E.5.4 Explore the Law of Gravity by demonstrating that Earth's gravity pulls any object on or near Earth toward it even though nothing is touching the object. Investigate how magnifiers make things appear bigger and help people see things they could not see without them. Identify the beneficial and harmful properties of the Sun. Big Idea 6: Earth Structures Humans continue to explore the composition and structure of the surface of the Earth. External sources of energy have continuously altered the features of Earth by means of both constructive and destructive forces. All life, including human civilization, is dependent on Earth's water and natural resources. CODE SC.1.E.6.1 Recognize that water, rocks, soil, and living organisms are found on Earth's surface. SC.1.E.6.2 SC.1.E.6.3 Describe the need for water and how to be safe around water. Recognize that some things in the world around us happen fast and some happen slowly. Big Idea 8: Properties of Matter A. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass. B. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or "stuff") in an object. Weight, on the other hand, is the

8 measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of "weight" is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Clarification for grades K-2: The use of the more familiar term weight instead of the term mass is recommended for grades K-2. Clarification for grades 3-5: In grade 3, introduce the term mass as compared to the term weight. In grade 4, investigate the concept of weight versus mass of objects. In grade 5, discuss why mass (not weight) is used to compare properties of solids, liquids and gases. CODE SC.1.P.8.1 Sort objects by observable properties, such as size, shape, color, temperature (hot or cold), weight (heavy or light), texture, and whether objects sink or float. Big Idea 1: The Practice of Science GRADE: 2 A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. B: The processes of science frequently do not correspond to the traditional portrayal of "the scientific method." C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. CODE SC.2.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations. SC.2.N.1.2 SC.2.N.1.3 Compare the observations made by different groups using the same tools. Ask "how do you know?" in appropriate situations and attempt reasonable answers when asked the same question by others.

9 SC.2.N.1.4 SC.2.N.1.5 SC.2.N.1.6 Explain how particular scientific investigations should yield similar conclusions when repeated. Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). Explain how scientists alone or in groups are always investigating new ways to solve problems. Big Idea 10: Forms of Energy A. Energy is involved in all physical processes and is a unifying concept in many areas of science. B. Energy exists in many forms and has the ability to do work or cause a change. CODE SC.2.P.10.1 Discuss that people use electricity or other forms of energy to cook their food, cool or warm their homes, and power their cars. Big Idea 13: Forces and Changes in Motion A. It takes energy to change the motion of objects. B. Energy change is understood in terms of forces--pushes or pulls. C. Some forces act through physical contact, while others act at a distance. Clarification for grades K-5: The target understanding for students in the elementary grades should focus on Big Ideas A, B, and C. Clarification for grades 6-8: The target understanding for students in grades 6-8 should begin to transition the focus to a more specific definition of forces and changes in motion. Net forces create a change in motion. A change in momentum occurs when a net force is applied to an object over a time interval. Grades 9-12, Standard 12: Motion - A. Motion can be measured and described qualitatively and quantitatively. Net forces create a change in motion. B. Momentum is conserved under well-defined conditions. A change in momentum occurs when a net force is applied to an object over a time interval. CODE SC.2.P.13.1 Investigate the effect of applying various pushes and pulls on different objects.

10 SC.2.P.13.2 SC.2.P.13.3 SC.2.P.13.4 Demonstrate that magnets can be used to make some things move without touching them. Recognize that objects are pulled toward the ground unless something holds them up. Demonstrate that the greater the force (push or pull) applied to an object, the greater the change in motion of the object. Big Idea 14: Organization and Development of Living Organisms A. All plants and animals, including humans, are alike in some ways and different in others. B. All plants and animals, including humans, have internal parts and external structures that function to keep them alive and help them grow and reproduce. C. Humans can better understand the natural world through careful observation. CODE SC.2.L.14.1 Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. Big Idea 16: Heredity and Reproduction A. Offspring of plants and animals are similar to, but not exactly like, their parents or each other. B. Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms. CODE SC.2.L.16.1 Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. Big Idea 17: Interdependence A. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. B. Both human activities and natural events can have major impacts on the environment. C. Energy flows from the sun through producers to consumers. CODE SC.2.L.17.1 Compare and contrast the basic needs that all living things, including humans, have for survival.

11 SC.2.L.17.2 Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. Big Idea 6: Earth Structures Humans continue to explore the composition and structure of the surface of Earth. External sources of energy have continuously altered the features of Earth by means of both constructive and destructive forces. All life, including human civilization, is dependent on Earth s water and natural resources. CODE SC.2.E.6.1 Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes. SC.2.E.6.2 SC.2.E.6.3 Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. Big Idea 7: Earth Systems and Patterns Humans continue to explore the interactions among water, air, and land. Air and water are in constant motion that results in changing conditions that can be observed over time. CODE SC.2.E.7.1 Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. SC.2.E.7.2 SC.2.E.7.3 SC.2.E.7.4 SC.2.E.7.5 Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air. Investigate, observe and describe how water left in an open container disappears (evaporates), but water in a closed container does not disappear (evaporate). Investigate that air is all around us and that moving air is wind. State the importance of preparing for severe weather, lightning, and other weather related events. Big Idea 8: Properties of Matter A. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass.

12 B. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or "stuff") in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of "weight" is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Clarification for grades K-2: The use of the more familiar term weight instead of the term mass is recommended for grades K-2. Clarification for grades 3-5: In grade 3, introduce the term mass as compared to the term weight. In grade 4, investigate the concept of weight versus mass of objects. In grade 5, discuss why mass (not weight) is used to compare properties of solids, liquids and gases. CODE SC.2.P.8.1 SC.2.P.8.2 SC.2.P.8.3 SC.2.P.8.4 SC.2.P.8.5 SC.2.P.8.6 Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets. Identify objects and materials as solid, liquid, or gas. Recognize that solids have a definite shape and that liquids and gases take the shape of their container. Observe and describe water in its solid, liquid, and gaseous states. Measure and compare temperatures taken every day at the same time. Measure and compare the volume of liquids using containers of various shapes and sizes. Big Idea 9: Changes in Matter A. Matter can undergo a variety of changes. B. Matter can be changed physically or chemically. Clarification for grades K-5: The target understanding for students in the elementary grades should focus on Big Ideas A and B.

13 Clarification for Grades 6-8: The target understanding for students in the middle grades should begin to transition the focus to: C. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. CODE SC.2.P.9.1 Investigate that materials can be altered to change some of their properties, but not all materials respond the same way to any one alteration. Big Idea 1: The Practice of Science GRADE: 3 A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. B: The processes of science frequently do not correspond to the traditional portrayal of "the scientific method." C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. CODE SC.3.N.1.1 Raise questions about the natural world, investigate them individually and in teams through free exploration and systematic investigations, and generate appropriate explanations based on those explorations. SC.3.N.1.2 SC.3.N.1.3 SC.3.N.1.4 SC.3.N.1.5 SC.3.N.1.6 Compare the observations made by different groups using the same tools and seek reasons to explain the differences across groups. Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of investigations conducted. Recognize the importance of communication among scientists. Recognize that scientists question, discuss, and check each others' evidence and explanations. Infer based on observation.

14 SC.3.N.1.7 Explain that empirical evidence is information, such as observations or measurements, that is used to help validate explanations of natural phenomena. Big Idea 10: Forms of Energy A. Energy is involved in all physical processes and is a unifying concept in many areas of science. B. Energy exists in many forms and has the ability to do work or cause a change. CODE SC.3.P.10.1 Identify some basic forms of energy such as light, heat, sound, electrical, and mechanical. SC.3.P.10.2 SC.3.P.10.3 SC.3.P.10.4 Recognize that energy has the ability to cause motion or create change. Demonstrate that light travels in a straight line until it strikes an object or travels from one medium to another. Demonstrate that light can be reflected, refracted, and absorbed. Big Idea 11: Energy Transfer and Transformations A. Waves involve a transfer of energy without a transfer of matter. B. Water and sound waves transfer energy through a material. C. Light waves can travel through a vacuum and through matter. Clarification for grades 5-8: The target understanding for Big Idea 11: Energy Transfer and Transformations, is the Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. CODE SC.3.P.11.1 SC.3.P.11.2 Investigate, observe, and explain that things that give off light often also give off heat. Investigate, observe, and explain that heat is produced when one object rubs against another, such as rubbing one's hands together. Big Idea 14: Organization and Development of Living Organisms A. All plants and animals, including humans, are alike in some ways and different in

15 others. B. All plants and animals, including humans, have internal parts and external structures that function to keep them alive and help them grow and reproduce. C. Humans can better understand the natural world through careful observation. CODE SC.3.L.14.1 Describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction. SC.3.L.14.2 Investigate and describe how plants respond to stimuli (heat, light, gravity), such as the way plant stems grow toward light and their roots grow downward in response to gravity. Big Idea 15: Diversity and Evolution of Living Organisms A. Earth is home to a great diversity of living things, but changes in the environment can affect their survival. B. Individuals of the same kind often differ in their characteristics and sometimes the differences give individuals an advantage in surviving and reproducing. CODE SC.3.L.15.1 Classify animals into major groups (mammals, birds, reptiles, amphibians, fish, arthropods, vertebrates and invertebrates, those having live births and those which lay eggs) according to their physical characteristics and behaviors. SC.3.L.15.2 Classify flowering and nonflowering plants into major groups such as those that produce seeds, or those like ferns and mosses that produce spores, according to their physical characteristics. Big Idea 17: Interdependence A. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. B. Both human activities and natural events can have major impacts on the environment. C. Energy flows from the sun through producers to consumers. CODE SC.3.L.17.1 Describe how animals and plants respond to changing seasons. SC.3.L.17.2 Recognize that plants use energy from the Sun, air, and water to make their own food.

16 Big Idea 3: The Role of Theories, Laws, Hypotheses, and Models The terms that describe examples of scientific knowledge, for example; "theory," "law," "hypothesis," and "model" have very specific meanings and functions within science. CODE SC.3.N.3.1 Recognize that words in science can have different or more specific meanings than their use in everyday language; for example, energy, cell, heat/cold, and evidence. SC.3.N.3.2 SC.3.N.3.3 Recognize that scientists use models to help understand and explain how things work. Recognize that all models are approximations of natural phenomena; as such, they do not perfectly account for all observations. Big Idea 5: Earth in Space and Time Humans continue to explore Earth's place in space. Gravity and energy influence the formation of galaxies, including our own Milky Way Galaxy, stars, the Solar System, and Earth. Humankind's need to explore continues to lead to the development of knowledge and understanding of our Solar System. CODE SC.3.E.5.1 Explain that stars can be different; some are smaller, some are larger, and some appear brighter than others; all except the Sun are so far away that they look like points of light. SC.3.E.5.2 SC.3.E.5.3 SC.3.E.5.4 SC.3.E.5.5 Identify the Sun as a star that emits energy; some of it in the form of light. Recognize that the Sun appears large and bright because it is the closest star to Earth. Explore the Law of Gravity by demonstrating that gravity is a force that can be overcome. Investigate that the number of stars that can be seen through telescopes is dramatically greater than those seen by the unaided eye. Big Idea 6: Earth Structures Humans continue to explore the composition and structure of the surface of Earth. External sources of energy have continuously altered the features of Earth by means of both constructive and destructive forces. All life, including human civilization, is dependent on Earth s water and natural resources. CODE SC.3.E.6.1 Demonstrate that radiant energy from the Sun can heat objects and when the Sun is not present, heat may be lost.

17 Big Idea 8: Properties of Matter A. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass. B. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or "stuff") in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of "weight" is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Clarification for grades K-2: The use of the more familiar term weight instead of the term mass is recommended for grades K-2. Clarification for grades 3-5: In grade 3, introduce the term mass as compared to the term weight. In grade 4, investigate the concept of weight versus mass of objects. In grade 5, discuss why mass (not weight) is used to compare properties of solids, liquids and gases. CODE SC.3.P.8.1 SC.3.P.8.2 SC.3.P.8.3 Measure and compare temperatures of various samples of solids and liquids. Measure and compare the mass and volume of solids and liquids. Compare materials and objects according to properties such as size, shape, color, texture, and hardness. Big Idea 9: Changes in Matter A. Matter can undergo a variety of changes. B. Matter can be changed physically or chemically. Clarification for grades K-5: The target understanding for students in the elementary grades should focus on Big Ideas A and B. Clarification for Grades 6-8: The target understanding for students in the middle grades should begin to transition the focus to: C. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. CODE SC.3.P.9.1 Describe the changes water undergoes when it changes state through heating and

18 Big Idea 1: The Practice of Science cooling by using familiar scientific terms such as melting, freezing, boiling, evaporation, and condensation. GRADE: 4 A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. B: The processes of science frequently do not correspond to the traditional portrayal of "the scientific method." C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. CODE SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those explorations. SC.4.N.1.2 SC.4.N.1.3 SC.4.N.1.4 SC.4.N.1.5 SC.4.N.1.6 SC.4.N.1.7 SC.4.N.1.8 Compare the observations made by different groups using multiple tools and seek reasons to explain the differences across groups. Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence. Attempt reasonable answers to scientific questions and cite evidence in support. Compare the methods and results of investigations done by other classmates. Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. Recognize and explain that scientists base their explanations on evidence. Recognize that science involves creativity in designing experiments.

19 Big Idea 10: Forms of Energy A. Energy is involved in all physical processes and is a unifying concept in many areas of science. B. Energy exists in many forms and has the ability to do work or cause a change. CODE SC.4.P.10.1 Observe and describe some basic forms of energy, including light, heat, sound, electrical, and the energy of motion. SC.4.P.10.2 SC.4.P.10.3 SC.4.P.10.4 Investigate and describe that energy has the ability to cause motion or create change. Investigate and explain that sound is produced by vibrating objects and that pitch depends on how fast or slow the object vibrates. Describe how moving water and air are sources of energy and can be used to move things. Big Idea 11: Energy Transfer and Transformations A. Waves involve a transfer of energy without a transfer of matter. B. Water and sound waves transfer energy through a material. C. Light waves can travel through a vacuum and through matter. Clarification for grades 5-8: The target understanding for Big Idea 11: Energy Transfer and Transformations, is the Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. CODE SC.4.P.11.1 SC.4.P.11.2 Recognize that heat flows from a hot object to a cold object and that heat flow may cause materials to change temperature. Identify common materials that conduct heat well or poorly. Big Idea 12: Motion of Objects A. Motion is a key characteristic of all matter that can be observed, described, and measured. B. The motion of objects can be changed by forces. CODE

20 SC.4.P.12.1 SC.4.P.12.2 Recognize that an object in motion always changes its position and may change its direction. Investigate and describe that the speed of an object is determined by the distance it travels in a unit of time and that objects can move at different speeds. Big Idea 16: Heredity and Reproduction A. Offspring of plants and animals are similar to, but not exactly like, their parents or each other. B. Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms. CODE SC.4.L.16.1 Identify processes of sexual reproduction in flowering plants, including pollination, fertilization (seed production), seed dispersal, and germination. SC.4.L.16.2 SC.4.L.16.3 SC.4.L.16.4 Explain that although characteristics of plants and animals are inherited, some characteristics can be affected by the environment. Recognize that animal behaviors may be shaped by heredity and learning. Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo incomplete and complete metamorphosis, and flowering and nonflowering seed-bearing plants. Big Idea 17: Interdependence A. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. B. Both human activities and natural events can have major impacts on the environment. C. Energy flows from the sun through producers to consumers. CODE SC.4.L.17.1 Compare the seasonal changes in Florida plants and animals to those in other regions of the country. SC.4.L.17.2 SC.4.L.17.3 Explain that animals, including humans, cannot make their own food and that when animals eat plants or other animals, the energy stored in the food source is passed to them. Trace the flow of energy from the Sun as it is transferred along the food chain through the producers to the consumers.

21 SC.4.L.17.4 Recognize ways plants and animals, including humans, can impact the environment. Big Idea 2: The Characteristics of Scientific Knowledge A: Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. B: Scientific knowledge is durable and robust, but open to change. C: Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. CODE SC.4.N.2.1 Explain that science focuses solely on the natural world. Big Idea 3: The Role of Theories, Laws, Hypotheses, and Models The terms that describe examples of scientific knowledge, for example; "theory," "law," "hypothesis," and "model" have very specific meanings and functions within science. CODE SC.4.N.3.1 Explain that models can be three dimensional, two dimensional, an explanation in your mind, or a computer model. Big Idea 5: Earth in Space and Time Humans continue to explore Earth's place in space. Gravity and energy influence the formation of galaxies, including our own Milky Way Galaxy, stars, the Solar System, and Earth. Humankind's need to explore continues to lead to the development of knowledge and understanding of our Solar System. CODE SC.4.E.5.1 Observe that the patterns of stars in the sky stay the same although they appear to shift across the sky nightly, and different stars can be seen in different seasons. SC.4.E.5.2 Describe the changes in the observable shape of the moon over the course of about a month. SC.4.E.5.3 Recognize that Earth revolves around the Sun in a year and rotates on its axis in a 24- hour day. SC.4.E.5.4 SC.4.E.5.5 Relate that the rotation of Earth (day and night) and apparent movements of the Sun, Moon, and stars are connected. Investigate and report the effects of space research and exploration on the economy

22 and culture of Florida. Big Idea 6: Earth Structures Humans continue to explore the composition and structure of the surface of Earth. External sources of energy have continuously altered the features of Earth by means of both constructive and destructive forces. All life, including human civilization, is dependent on Earth s water and natural resources. CODE SC.4.E.6.1 Identify the three categories of rocks: igneous, (formed from molten rock); sedimentary (pieces of other rocks and fossilized organisms); and metamorphic (formed from heat and pressure). SC.4.E.6.2 SC.4.E.6.3 SC.4.E.6.4 SC.4.E.6.5 SC.4.E.6.6 Identify the physical properties of common earth-forming minerals, including hardness, color, luster, cleavage, and streak color, and recognize the role of minerals in the formation of rocks. Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable. Describe the basic differences between physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants) and erosion (movement of rock by gravity, wind, water, and ice). Investigate how technology and tools help to extend the ability of humans to observe very small things and very large things. Identify resources available in Florida (water, phosphate, oil, limestone, silicon, wind, and solar energy). Big Idea 8: Properties of Matter A. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass. B. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or "stuff") in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of "weight" is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. Clarification for grades K-2: The use of the more familiar term weight instead of the term mass is recommended for grades K-2.

23 Clarification for grades 3-5: In grade 3, introduce the term mass as compared to the term weight. In grade 4, investigate the concept of weight versus mass of objects. In grade 5, discuss why mass (not weight) is used to compare properties of solids, liquids and gases. CODE SC.4.P.8.1 SC.4.P.8.2 SC.4.P.8.3 SC.4.P.8.4 Measure and compare objects and materials based on their physical properties including: mass, shape, volume, color, hardness, texture, odor, taste, attraction to magnets. Identify properties and common uses of water in each of its states. Explore the Law of Conservation of Mass by demonstrating that the mass of a whole object is always the same as the sum of the masses of its parts. Investigate and describe that magnets can attract magnetic materials and attract and repel other magnets. Big Idea 9: Changes in Matter A. Matter can undergo a variety of changes. B. Matter can be changed physically or chemically. Clarification for grades K-5: The target understanding for students in the elementary grades should focus on Big Ideas A and B. Clarification for Grades 6-8: The target understanding for students in the middle grades should begin to transition the focus to: C. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new properties. CODE SC.4.P.9.1 Identify some familiar changes in materials that result in other materials with different characteristics, such as decaying animal or plant matter, burning, rusting, and cooking. Big Idea 1: The Practice of Science GRADE: 5 A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into

24 those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. B: The processes of science frequently do not correspond to the traditional portrayal of "the scientific method." C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. CODE SC.5.N.1.1 Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. SC.5.N.1.2 SC.5.N.1.3 SC.5.N.1.4 SC.5.N.1.5 SC.5.N.1.6 Explain the difference between an experiment and other types of scientific investigation. Recognize and explain the need for repeated experimental trials. Identify a control group and explain its importance in an experiment. Recognize and explain that authentic scientific investigation frequently does not parallel the steps of "the scientific method." Recognize and explain the difference between personal opinion/interpretation and verified observation. Big Idea 10: Forms of Energy A. Energy is involved in all physical processes and is a unifying concept in many areas of science. B. Energy exists in many forms and has the ability to do work or cause a change. CODE SC.5.P.10.1 Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and mechanical. SC.5.P.10.2 SC.5.P.10.3 Investigate and explain that energy has the ability to cause motion or create change. Investigate and explain that an electrically-charged object can attract an uncharged object and can either attract or repel another charged object without any contact between the objects.

25 SC.5.P.10.4 Investigate and explain that electrical energy can be transformed into heat, light, and sound energy, as well as the energy of motion. Big Idea 11: Energy Transfer and Transformations A. Waves involve a transfer of energy without a transfer of matter. B. Water and sound waves transfer energy through a material. C. Light waves can travel through a vacuum and through matter. Clarification for grades 5-8: The target understanding for Big Idea 11: Energy Transfer and Transformations, is the Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. CODE SC.5.P.11.1 Investigate and illustrate the fact that the flow of electricity requires a closed circuit (a complete loop). SC.5.P.11.2 Identify and classify materials that conduct electricity and materials that do not. Big Idea 13: Forces and Changes in Motion A. It takes energy to change the motion of objects. B. Energy change is understood in terms of forces--pushes or pulls. C. Some forces act through physical contact, while others act at a distance. Clarification for grades K-5: The target understanding for students in the elementary grades should focus on Big Ideas A, B, and C. Clarification for grades 6-8: The target understanding for students in grades 6-8 should begin to transition the focus to a more specific definition of forces and changes in motion. Net forces create a change in motion. A change in momentum occurs when a net force is applied to an object over a time interval. Grades 9-12, Standard 12: Motion - A. Motion can be measured and described qualitatively and quantitatively. Net forces create a change in motion. B. Momentum is conserved under well-defined conditions. A change in momentum occurs when a net force is applied to an object over a time interval. CODE

26 SC.5.P.13.1 SC.5.P.13.2 SC.5.P.13.3 SC.5.P.13.4 Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity acting on falling objects. Investigate and describe that the greater the force applied to it, the greater the change in motion of a given object. Investigate and describe that the more mass an object has, the less effect a given force will have on the object's motion. Investigate and explain that when a force is applied to an object but it does not move, it is because another opposing force is being applied by something in the environment so that the forces are balanced. Big Idea 14: Organization and Development of Living Organisms A. All plants and animals, including humans, are alike in some ways and different in others. B. All plants and animals, including humans, have internal parts and external structures that function to keep them alive and help them grow and reproduce. C. Humans can better understand the natural world through careful observation. CODE SC.5.L.14.1 Identify the organs in the human body and describe their functions, including the skin, brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and sensory organs. SC.5.L.14.2 Compare and contrast the function of organs and other physical structures of plants and animals, including humans, for example: some animals have skeletons for support -- some with internal skeletons others with exoskeletons -- while some plants have stems for support. Big Idea 15: Diversity and Evolution of Living Organisms A. Earth is home to a great diversity of living things, but changes in the environment can affect their survival. B. Individuals of the same kind often differ in their characteristics and sometimes the differences give individuals an advantage in surviving and reproducing. CODE SC.5.L.15.1 Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations.

27 Big Idea 17: Interdependence A. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. B. Both human activities and natural events can have major impacts on the environment. C. Energy flows from the sun through producers to consumers. CODE SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics. Big Idea 2: The Characteristics of Scientific Knowledge A: Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. B: Scientific knowledge is durable and robust, but open to change. C: Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. CODE SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence. SC.5.N.2.2 Recognize and explain that when scientific investigations are carried out, the evidence produced by those investigations should be replicable by others. Big Idea 5: Earth in Space and Time Humans continue to explore Earth's place in space. Gravity and energy influence the formation of galaxies, including our own Milky Way Galaxy, stars, the Solar System, and Earth. Humankind's need to explore continues to lead to the development of knowledge and understanding of our Solar System. CODE SC.5.E.5.1 Recognize that a galaxy consists of gas, dust, and many stars, including any objects orbiting the stars. Identify our home galaxy as the Milky Way. SC.5.E.5.2 SC.5.E.5.3 Recognize the major common characteristics of all planets and compare/contrast the properties of inner and outer planets. Distinguish among the following objects of the Solar System -- Sun, planets, moons, asteroids, comets -- and identify Earth's position in it.